Relationships Between Student, Teacher, and School Characteristics and Mathematics Achievement

Abstract

A variety of factors contributes to student achievement in mathematics, including but not limited to student behaviors and student, teacher, and school characteristics. The purpose of this study was to explore which of these factors have an impact on student mathematics achievement. The target population for this study was North Carolina Algebra II students. Analyses of variance models were examined for group differences and aThree-level Hierarchical Linear Modeling method was employed to examine individual predictors of student achievement in mathematics. Statistically, significant differences were found between students of different ethnicities, socioeconomic statuses (SES), and parental education levels. No gender effects were statistically significant. All teacher-level variables investigated were found to be statistically significant, impacting student achievement in mathematics. School size and SES were not found to significantly contribute to student achievement. More research on the relationships between these factors shown to make statistically significant differences on mathematics achievement is needed to further explain several phenomena that this research reveals.

Impacts of STEM Professional Development on Teachers' Knowledge, Self-Efficacy, and Practice

“…The Mathematics Teaching Outcome Expectancy subscale measured the degree to which the participant believes student learning can be impacted by a teacher's actions. The PD positively impacted teachers' perceptions on how their actions and expectations of students transfer to student achievement in mathematics, which has been shown in recent studies (Archambault et al, 2012;Petty et al, 2013;Rubie-Davies et al, 2015;Peterson et al, 2016). The STEM Career Awareness subscale measured awareness of not only STEM careers but where to find resources for further information.…”

Student-Teacher Racial Match and Its Association With Black Student Achievement: An Exploration Using Multilevel Structural Equation Modeling

“…While research suggests pairing of Black teachers with Black students may be fruitful for realizing gains in achievement for this group, caution must be stressed since a number of studies supporting the effect have relied on a limited or local sample, such as students in a select state (Dee, 2004; Egalite et al, 2015; Hanushek, Kain, O’Brien, & Rivkin, 2005; Howsen & Trawick, 2007; Petty, Harbaugh, & Wang, 2013) or schools participating in an experimental study (Dee, 2004). A number of studies inferred student improvement from school-level effects (Hunt, 2012; Meier, Wrinkle, & Polinard, 1999), and some have not accounted for the “nestedness” of students in classrooms and schools (e.g., Majerus, 2010).…”

The impact of teacher–student relationships and classroom engagement on student growth percentiles of 7th and 8th grade students

“…Students lacking motivation and engagement have most likely not had their psychological needs met in the classroom, had lower levels of engagement (Wonglorsaichon et al, ) and achievement (Roorda, Koomen, & Oort, ). Prior research indicated that quality of TSR had an impact on engagement, academic adjustment (Hughes, ), achievement (Petty, Wang, & Harbaugh, ), emotional and behavioral adjustment (Liu, Li, Chen, & Qu, ), and on relationships (Roorda et al, ). The work of Furrer and Skinner () supported SSPM.…”